Mcas Guidelines

20122013 Update
Requirements for
the Participation of
Students with Disabilities
in MCAS
Including Test Accommodations
and Alternate Assessment
This document was prepared by the

Massachusetts Department of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner
A Guide for Educators and Parents/Guardians
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ensuring that all of its programs and facilities are accessible to all members of the public.
We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex or sexual orientation.
Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the
Human Resources Director, 75 Pleasant St., Malden, MA 02148 781-338-6105.
MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:

Requirements for the Participation of Students with Disabilities in MCAS, 2012 2013 Update
© 2012 Massachusetts Department of Elementary and Secondary Education
Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please
credit the “Massachusetts Department of Elementary and Secondary Education.”
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75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
Commissioner’s Foreword
October 2012
Dear Colleagues, Parents, and Guardians:
I am pleased to present the 20122013 update of Requirements for the Participation of Students
with Disabilities in MCAS. The purpose of this document is to provide guidelines for the
participation of students with disabilities in statewide tests and to familiarize educators and
parents/guardians with available test accommodations. Please refer to this manual during IEP and
504 team meetings throughout the school year for assistance in making assessment decisions.
The appropriate use of accommodations provides students with disabilities greater access to
classroom instruction and assessments. Decisions about appropriate test accommodations must be
made carefully, based on the requirements outlined in this manual. Staff must be trained annually
on the use and selection of accommodations, especially nonstandard accommodations.
Nonstandard accommodations, such as a test administrator reading aloud the English Language
Arts Reading Comprehension test, are intended for use by a very small number of students with
disabilities who meet certain criteria. The Department plans to continue to work with schools and
districts to support the appropriate use of test accommodations and provide data on the use of
nonstandard accommodations to districts on an annual basis.
IEP and 504 teams must obtain approval from the Department to use test accommodations that are
not listed in this document before including them in a student’s IEP or 504 plan. Also be aware that
test accommodations may not be provided to non-disabled students.
Please familiarize yourself with the policies and guidelines provided in this publication and contact
Student Assessment Services at 781-338-3625 with any questions or suggestions.

Sincerely,
Mitchell D. Chester, Ed.D.

Commissioner of Elementary and Secondary Education
i
TABLE OF CONTENTS
Commissioner's Foreword……………………………………………................................i
I. Overview of the Massachusetts Comprehensive Assessment System (MCAS)
………….…......................................................................................................................1
A. Background..........................................................................................................................1
B. Definition of a Student with a Disability............................................................................1
C. Meeting the High School Competency Determination (CD).............................................1
II. Participation of Students with Disabilities in MCAS..............................................................2

A. Background.........................................................................................................................2
B. Determining How Students with Disabilities Will Participate in MCAS........................2
C. MCAS Participation Guidelines.........................................................................................2
D. Complex and Significant Disabilities for Which a Student May Require an
Alternate Assessment..........................................................................................................5
E. MCAS Participation Guidelines for IEP/504 Team Decision Making............................. 6
III. MCAS Test Accommodations.......................................................................................7

A. Definition and Purpose of Test Accommodations..............................................................8
B. Eligibility for Test Accommodations..................................................................................8
C. General Requirements for Use of Test Accommodations.................................................8
D. Process for Selecting MCAS Test Accommodations.......................................................10
E. Definition of Standard Accommodations.........................................................................10
F. Definition of Nonstandard Accommodations............... ...............................................10
G. Decision Tree for Use in Making Accommodations Decisions.......................................12
H. Untimed Test Sessions.......................................................................................................13
I. Use of Dictionaries on MCAS Tests..................................................................................13
J. Determining School Resources and Other Testing Needs...............................................13
K. List of Standard Accommodations...................................................................................14
L. Requirements for the Use of Nonstandard Accommodations.........................................20
IV. MCAS Alternate Assessment (MCAS-Alt)................................................................25

A. Overview.............................................................................................................................25
B. Participation Guidelines....................................................................................................25
C. Obtaining Portfolio Binders and Submission Materials.................................................25
D. Submitting MCAS-Alt Portfolios......................................................................................25
V. Reporting MCAS Results for Students with Disabilities...........................................26
VI. Preparing Students with Disabilities for MCAS Testing..........................................27

A. Role of Educators...............................................................................................................27
B. Role of Parents/Guardians................................................................................................27
C. Available Resources...........................................................................................................28
Appendix A:
o Procedures for Using Test Accommodations 16 and 26:
Reading MCAS Tests Aloud to a Small Group of Students (25)........................................29
o Procedures for Using Test Accommodations 17 and 27:
Signing MCAS Tests to a Small Group of Deaf Students (25)...........................................29
Appendix B:
Accommodation 20 Cover Sheet...................................................................................................29

I. Overview of the Massachusetts Comprehensive Assessment
System (MCAS)
A. Background
The Massachusetts Comprehensive Assessment System (MCAS) is the Commonwealth’s statewide
assessment program for students educated with public funds. MCAS tests measure the performance of
students, schools, and districts on the academic learning standards in the Massachusetts curriculum
frameworks, fulfilling the requirements of the Education Reform Law of 1993 and the federal No Child Left
Behind law.
All students, including students with disabilities, are required to participate in all MCAS tests scheduled for
their grade. Students with significant disabilities who are unable to take the standard MCAS tests, even with
accommodations, must take the MCAS Alternate Assessment (MCAS-Alt).
B. Definition of a Student with a Disability
For the purposes of MCAS, a student with a disability is defined as having an Individualized Education
Program (IEP) provided under the Individuals with Disabilities Education Improvement Act of 2004
and Massachusetts General Law, Chapter 71B, or a plan provided under Section 504 of the
Rehabilitation Act of 1973.
C. Meeting the High School Competency Determination (CD)

In order to graduate from high school, all students who are educated with Massachusetts public funds,
including students with disabilities, are required to earn a CD in English Language Arts (ELA),
Mathematics, and Science and Technology/Engineering (STE), as well as meet all local graduation
requirements.
To earn a CD, students must either earn a scaled score of at least 240 on the grade 10 MCAS ELA and
Mathematics tests, or earn a scaled score between 220 and 238 on these tests and fulfill the requirements of
an Educational Proficiency Plan (EPP). Additional information on the EPP is available on the Department’s
website at www.doe.mass.edu/ccr/epp/. In addition, students must earn a scaled score of at least 220 on one
of the high school MCAS (STE) tests: biology, chemistry, introductory physics, or technology/engineering.
Information on the CD graduation requirements is available at www.doe.mass.edu/mcas/graduation.html.
Students who fail one or more of the required tests will be offered multiple opportunities to take test(s)
again, plus the opportunity to file an MCAS Performance Appeal if certain eligibility criteria are met. For
additional information on MCAS Performance Appeals, visit www.doe.mass.edu/mcasappeals/.
A small number of students are able to meet the CD requirement in one or more of the required content areas
through participation in MCAS-Alt. In order to earn a CD through participation in MCAS-Alt, a student
must submit a portfolio that
1. demonstrates knowledge and skills at grade-level expectations for a student in grade 10;
2. demonstrates evidence of the student’s thinking and problem-solving skills;
1
3. demonstrates accurate and independent performance on the work samples that address all required
learning standards and strands in the subject being assessed, as described on pages 23–30 of the 2013
Educator’s Manual for MCAS-Alt, available at www.doe.mass.edu/mcas/alt/resources.html.
II. Participation of Students with Disabilities in MCAS
A. Background
The Massachusetts Education Reform Law of 1993 mandates that all students with disabilities who are
educated with Massachusetts public funds participate in MCAS testing for their grade, including
 students enrolled in public schools
 students enrolled in charter schools
 students enrolled in innovation schools, including virtual schools
 students enrolled in educational collaboratives
 students enrolled in approved and unapproved private special education schools and programs within
and outside Massachusetts
 students receiving educational services in institutional settings
 students in the custody of the Department of Children and Families (DCF)
 students in the custody of the Department of Youth Services (DYS)
Students with disabilities must participate in grade-level tests that correspond with the grade in which
they are reported to the Department’s Student Information Management System (SIMS).
English Language Learner (ELL) Students with Disabilities

ELL students with disabilities must participate in all MCAS tests given at their grade level, regardless of
the number of years they have been enrolled in U.S. schools, with one exception: ELL students who
first enrolled in a U.S. school after March 1, 2012, are not required to take the MCAS ELA tests in
spring 2013, although schools have the option of assessing first-year ELL students on ELA tests.
ELL students with disabilities are entitled to receive test accommodations or to participate in the MCAS-
Alt, as determined by their IEP or 504 teams. Additional information on the participation of ELL
students with disabilities in MCAS and in the new ACCESS for ELLs English proficiency tests can
be found in the Department publication Requirements for the Participation of English Language
Learners in ACCESS for ELLs and MCAS, available on the Department’s website at
www.doe.mass.edu/mcas/participation/?section=ell.
Students Diagnosed with Concussions

The Department has issued guidelines, including MCAS testing policies, for students who are returning
to programs of instruction after being diagnosed with concussions, based on new state regulations.
These guidelines are available on the Department’s website at
www.doe.mass.edu/mcas/participation/?section=sped. Please refer to this information before making
decisions about MCAS testing for these students.
B. Determining How Students with Disabilities Will Participate in MCAS
During its annual meeting, a student’s IEP or 504 team must determine how the student will participate
in MCAS for each subject scheduled for assessment. This information, including any
accommodations that a student will use, must be documented in the student’s IEP or 504 plan.
Guidelines for making participation decisions for individual students appear in Sections B, C, and D
2
in this chapter.
C. MCAS Participation Guidelines
This section provides guidelines that IEP and 504 teams should use at annual team meetings to determine
how each student with a disability will participate in MCAS.
The student’s IEP or 504 team should begin by asking these questions and considering options 1, 2, and 3 in
the chart that follows:
 Can the student take the standard MCAS test under routine conditions?
 Can the student take the standard MCAS test with accommodations? If so, which accommodations
are absolutely necessary in order for the student to participate?
 Does the student require an alternate assessment? (Alternate assessments are intended for a very
small number of students with significant disabilities who are unable to take standard MCAS tests,
even with accommodations.)
The student’s IEP or 504 team must make a separate decision for each subject scheduled for testing. A
student may take the standard test in one subject and the alternate assessment in another. These
decisions may be revised each time the team convenes.
Characteristics of Student’s
Recommended Participation in MCAS
Instructional Program and Local Assessment
OPTION 1
If the student is Then
a) generally able to demonstrate knowledge the student should take the standard MCAS
and skills on a paper-and-pencil test, either test, either with or without accommodations
with or without test accommodations, that are consistent with the instructional
and is accommodation(s) used in the student’s
b) working on learning standards at or near instructional program and are documented
grade-level expectations, in the approved IEP or 504 plan prior to
or is testing.
c) working on learning standards that have
been modified and are somewhat below
grade-level expectations due to the nature
of the student's disability,
Characteristics of Student’s
Recommended Participation in MCAS
Instructional Program and Local Assessment
OPTION 2
a) generally unable to demonstrate knowledge the student should take the MCAS Alternate
and skills on a paper-and-pencil test, even Assessment (MCAS-Alt) in this subject.
with accommodations,
and is
b) working on learning standards that have
been substantially modified due to the
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nature and severity of his or her disability,
and is
c) receiving intensive, individualized
instruction in order to acquire, generalize,
and demonstrate knowledge and skills,
OPTION 3
a) working on learning standards at or near the student should take the standard MCAS
grade-level expectations test, if possible, with necessary
and is accommodations that are consistent with the
b) sometimes able to take a paper-and-pencil instructional accommodation(s) used in the
test, either without or with one or more test student’s instructional program and that are
accommodation(s) documented in the approved IEP or 504 plan
but prior to testing.
c) has a complex and significant disability
that does not allow the student to fully
demonstrate knowledge and skills on a test However,
of this format and duration, the team may recommend the MCAS-Alt when
the severity and complexity of the disability
prevent the student from fully demonstrating
(Examples of complex and significant disabilities for knowledge and skills on the standard test,
which the student may require an alternate even with the use of accommodations. In
assessment are provided on the following page.) this case, the MCAS-Alt grade-level
portfolio should be compiled and submitted.
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D. Complex and Significant Disabilities for Which a Student May Require an
Alternate Assessment
While the majority of students who take alternate assessments have significant cognitive disabilities,
participation in the MCAS-Alt is not limited to these students. When the nature and complexity of a
student’s disability present significant barriers or challenges to standardized testing, even with the use of
accommodations, and even when the student may be working at or near grade-level expectations, the
student’s IEP or 504 team may determine that the student should participate in MCAS-Alt in one or more
subjects.
In addition to the criteria outlined in options 2 and 3 on the preceding page, the following examples of
unique circumstances are provided to expand the team’s understanding of the appropriate use of alternate
assessments. An alternate assessment may be administered, for example, in each of the following situations:
 A student with a severe emotional, behavioral, or other disability is unable to maintain sufficient
concentration to participate in standard testing, even with test accommodations.
 A student with a severe health-related disability, neurological disorder, or other complex disability
cannot meet the demands of a prolonged test administration.
 A student with a significant motor, communication, or other disability requires more time than is
reasonable or available for testing, even with the allowance of extended time (i.e., the student cannot
complete one full test session in a school day).
High school students who participate in the MCAS-Alt may use this assessment to satisfy the CD
requirement if they can demonstrate in their portfolio a level of achievement comparable to that of a
student who has met the CD requirements by taking the standard grade 10 test or retest in that subject.
Students who meet these requirements on the MCAS-Alt will be eligible to earn a CD. More information is
available in the 2013 Educator’s Manual for MCAS-Alt available at
www.doe.mass.edu/mcas/alt/resources.html.
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E. MCAS Participation Guidelines for IEP/504 Team Decision Making
This “decision tree” may be used by IEP and 504 teams to make decisions annually regarding appropriate
student participation in MCAS for each content area being assessed.
Does the student have a current IEP or 504 Student is ineligible to receive test
plan? No accommodations or to take the MCAS-Alt. Student
must take the MCAS test without accommodations.
Yes
Is the student generally or sometimes able to demonstrate knowledge and skills on a paper-
and-pencil test, either with or without test accommodations?
Yes No
Is the student working on learning standards at or close to grade-level expectations?
Yes to both No
Does the student have a complex and Is the student working on learning
significant disability* that does not allow the standards that have been
student to fully demonstrate knowledge and skills Yes to both substantially modified due to the
on a test like the MCAS? nature and severity of his/her disability,
AND
No is the student receiving intensive,
individualized instruction in order to
acquire, generalize, and demonstrate
knowledge and skills?
Yes
The student should take the
standard MCAS test, either
without accommodations
OR
with accommodations, if all
conditions and criteria are met.**
The student should be considered
for the MCAS Alternate
Assessment (MCAS-Alt) in one
or more subjects.
*Examples of complex and significant disabilities can be found on page 5 of this manual.
**Refer to Chapter III of this manual for eligibility and requirements regarding test accommodations.
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III. MCAS Test Accommodations
Please use the information in this chapter as a general guide for IEP and 504 team decision making. Only a
student's IEP or 504 team can make decisions regarding test accommodations. The principal is responsible
for ensuring that each student is provided with all test accommodations listed in his or her IEP or 504 plan.
A. Definition and Purpose of Test Accommodations
A test accommodation is a change in the way a test is administered or in the way a student responds to
test questions. Similar to instructional accommodations, test accommodations are intended to offset
the effects of the disability and to provide students with the opportunity to demonstrate knowledge
and skills on statewide assessments.
MCAS accommodations must be provided when ALL of the following circumstances are present:
 The accommodation is included on the “State or District-wide Assessment” page in a signed IEP or
is specifically listed as an MCAS accommodation in a 504 plan.
 The accommodation is included in the list of allowable test accommodations in this manual.
 The IEP or 504 team has ensured that the student meets all eligibility criteria in order to receive the
accommodation (see Section B below).
See Section C for guidelines on allowable accommodations.
Reliance on test accommodations should never replace appropriate and rigorous instruction in the subject
being tested.
B. Eligibility for Test Accommodations
ELIGIBLE: students with disabilities served by an IEP or 504 plan

The right of a student with a disability to receive allowable accommodations on MCAS tests is protected by
both federal and state laws. The student’s IEP or 504 plan must specify precisely which MCAS
accommodation(s) he or she will receive. In cases where a 504 plan is under development, the school
personnel responsible for writing the plan must have already met and agreed upon the necessary MCAS
accommodation(s) before a student may be provided the accommodation(s). Students with an unapproved
IEP may not receive any MCAS accommodation until the IEP is signed by the student’s
parent(s)/guardian(s).
NOT ELIGIBLE: students without documented disabilities and students with documented disabilities not
served by an IEP or 504 plan
A student who does not have a documented disability and is not served by an IEP or 504 plan is not eligible
to receive accommodations on MCAS tests, regardless of whether the student already receives instructional
support or accommodations.
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C. General Requirements for Use of Test Accommodations
The use of accommodations is based on the individual needs of a student with a disability and may only be
provided when all of the following conditions have been met:
1) The student has a disability (non-disabled students may not use test accommodations) that is
documented in an IEP or 504 plan.
AND
2) The accommodation is documented on the “State- and District-wide Assessment” page of the
student’s IEP, and the IEP has been signed by the student’s parent(s)/guardian(s) prior to the date of
test administration; or is listed as an MCAS accommodation in a 504 plan developed for the student.
AND
3) The student uses the accommodation routinely (with rare exceptions) during classroom instruction
and assessment in the subject, both before and after the test is administered. However, use of an
accommodation during instruction does not necessarily qualify a student to receive the same
accommodation during MCAS testing; for example, the student must meet additional eligibility
requirements to receive a nonstandard accommodation on an MCAS test.
AND
4) The student requires the accommodation in order to participate in MCAS testing.
AND
5) The accommodation is listed as an approved accommodation in Sections K or L of this section
(or, prior to testing, the district has consulted with the Department and received permission to use an
accommodation not included in this document).
AND
6) If a nonstandard accommodation will be provided, the student meets all of the eligibility criteria
for that accommodation listed in Section L of this chapter.
If the student is on an IEP, the student’s IEP team must reconvene annually to determine which
accommodations will be needed and to document any changes to accommodations listed in the plan; the IEP
must be signed by the parent before the accommodation may be used.
If the IEP or 504 team believes that a test accommodation listed in the student’s IEP or 504 plan should be
removed because it is no longer necessary and appropriate for the student, the team must amend the plan
accordingly prior to testing. In the case of an IEP, the amended plan must be signed by the student’s
parent(s)/guardian(s) before the changes can be implemented.
It is acceptable for teams to list an accommodation in the plan with the notation “as requested by the
student,” signifying that the student may require the accommodation only periodically during testing;
for example, a student who tires easily may need a scribe only during the latter part of a test session.
Accommodations may not

 alter, explain, simplify, paraphrase, or eliminate any test question, reading passage, writing prompt,
or multiple-choice answer option;
 provide verbal or other clues or suggestions that hint at or give away the correct response to the
student; or
 contradict test administration requirements or result in the violation of test security; e.g.,
- test items may not be modified, reordered, or reformatted in any way for any student;
- tests may not be photocopied, enlarged, altered, or duplicated;
8
- English language dictionaries are not allowed for any student on any test except the ELA
Composition test.
If the above conditions have been met and the IEP or 504 team determines an accommodation is necessary, the
accommodation(s) must be listed in the student’s IEP or 504 plan and provided to the student during
MCAS testing. If an accommodation is provided that does not meet the conditions stated above, the
student’s test score may be invalidated.
If a student refuses an accommodation listed in his or her plan, the accommodation must be offered and
remain available to the student during testing. The school should document in writing that the student
refused the accommodation and keep this documentation on file at the school. Students should never be
asked to sign an agreement waiving their right to receive an accommodation.
In the event a student was provided a test accommodation that was not listed in his or her IEP or 504
plan, or if a student was not provided a test accommodation listed in his or her plan, the school
should immediately contact the Department at 781-338-3625. If a student was provided an
accommodation that was not in his or her IEP or 504 plan, all or part of the student’s score may be
invalidated.
D. Process for Selecting MCAS Test Accommodations
Selecting Appropriate Accommodations for Assessment

Assessment accommodations are intended to provide access to MCAS tests. When selecting each
testing accommodation, educators should consider the following:
 “What learning challenges is the student experiencing?”

o Look at the student’s classroom performance, not just the type of disability.
 “Does the accommodation address the problem?”

o Try various accommodations in different assessment settings and evaluate whether the
accommodation addresses the student’s need; if not, revise accommodation(s) as needed.
o Determine whether the accommodation is allowed for MCAS testing in the subject (see
decision tree on page 11).
o Develop or amend the IEP or 504 plan accordingly, listing accommodations separately for each
MCAS assessment.
E. Definition of Standard Accommodations
For the purposes of MCAS, a standard accommodation is defined as a change in the routine conditions
under which students take MCAS tests that does not alter what the test is intended to measure. Standard
accommodations are grouped into the following four categories:
 changes in timing or scheduling of the test; for example, administering the test in short intervals or at
a specific time of day
 changes in test setting; for example, administering the test in a small group or a separate setting
 changes in test presentation; for example, using a large-print or Braille edition of the test
9
 changes in how the student responds to test questions; for example, dictating responses to a scribe
A list of standard test accommodations can be found in Section K of this chapter.
F. Definition of Nonstandard Accommodations
For MCAS, a nonstandard accommodation is defined as an accommodation that

 changes the way an MCAS test is presented;
OR
 changes the way a student responds to test questions;
AND
 alters a portion of what the test is intended to measure.
A list of nonstandard accommodations and the conditions under which they may be used appears in
Section L of this chapter.
Nonstandard accommodations are intended for use by a very small number of students who would not
otherwise be able to access the test. Teams must exercise caution, therefore, in considering whether
a student requires a nonstandard accommodation, and must carefully review the criteria described
for each nonstandard accommodation on the list. Test results for a student who took the test using
nonstandard accommodation(s) must be interpreted with caution by parents and schools.
The Department will continue to review the rates of nonstandard accommodations use and provide
districts with this information. Districts must ensure that IEP and 504 teams are applying
appropriate criteria for use of nonstandard accommodations by carefully reviewing all criteria
and eligibility requirements for the nonstandard accommodations listed in Section L and
revising the IEPs and 504 plans of students with disabilities accordingly.
Please call the Student Assessment office at 781-338-3625 with any questions about accommodations.
G.Decision Tree for Use in Making Accommodations Decisions
This “decision tree” may be used by IEP and 504 teams to make decisions about the use of
accommodations with individual students.
Does the student have an IEP or 504 plan?
Yes No
Has the student’s IEP team (which includes the student’s parent
or guardian) or 504 team determined that the student requires
the accommodation to take the MCAS test, based on: The student may not receive
the student’s learning profile No standard or nonstandard MCAS
accommodations needed and used successfully by the student accommodations. 10
M ASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:
during classroom instruction
previous testing experience
the best judgment of the team
Does the accommodation appear on
Does the accommodation appear
No the Department’s list of nonstandard
on the Department’s list of accommodations (26-31)?
standard accommodations (1-24)?
No Yes
Yes
The student may not receive the

accommodation without prior written
approval from the Department.
Does the student have a specific disability that

severely limits or prevents him or her from decoding,
The IEP/504 team lists the calculating, writing, or spelling, even after varied and
accommodation (parent must approve repeated attempts to teach the student the skill? The
the IEP), and the student must be student must be virtually unable to perform the skill
provided with the standard MCAS without the nonstandard accommodation and not
accommodation. simply performing the skill below grade level.
No Yes
The student may not receive the

nonstandard MCAS accommodation.
The IEP/504 team lists the accommodation in the

approved plan, and the student must be provided
with the nonstandard MCAS accommodation.
H. Untimed Test Sessions
All MCAS test administrations are untimed. Since any student may be given additional time beyond the
scheduled test administration session, additional time is not considered an MCAS accommodation.
However, no single test session may extend beyond the end of the regular school day, and any single test
session must be completed on the same day in which it begins. Students taking the ELA Composition test
must complete two sessions (Session A and B) in one day.
To ensure equivalent testing conditions in schools across the state and that all students are afforded an equal
opportunity to benefit from untimed tests, it is particularly important for all testing to occur during regular
school days. If testing must occur on an “early release” day, arrangements must be made for staff to stay
with students who have not finished their work until the time at which school would end on a regular school
day.
I. Use of Dictionaries on MCAS Tests
The use of English language dictionaries is prohibited for all MCAS tests except for the ELA Composition.
ELL students reported or formerly reported as limited English proficient (LEP) may use authorized word-to-
word bilingual dictionaries on all MCAS tests. A list of authorized word-to-word dictionaries is available at
www.doe.mass.edu/mcas/testadmin/lep_bilingual_dictionary.pdf.
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J. Determining School Resources and Other Testing Needs
Prior to MCAS testing, IEP chairpersons and 504 teams should provide information to the principal or
MCAS coordinator regarding each student who will require test accommodations, along with the
specific accommodation(s), resources, and/or space that each student will need. All special test
formats, including Braille, large-print, American Sign Language DVD, and Kurzweil 3000 CD, must
be ordered online by the principal or designee during the MCAS Enrollment Verification period.
12
K. List of Standard Accommodations
This section contains a list of standard test accommodations for students with disabilities. Specific
information regarding test administration for students using accommodations, including instructions for
administering accommodations and for returning accommodation materials after test administration, is
available in the Principal’s Administration Manual.
Note: If your district uses customized IEP software with predetermined dropdown menus for MCAS
accommodations, please let your software developer know that several accommodations descriptions below
have been modified.
Changes in Timing or Scheduling of the Test

1. Frequent Breaks: The test is administered in short periods with frequent breaks.
2. Time of Day: The test is administered at a time of day that takes into account the student’s medical or
learning needs. The IEP or 504 plan must specify time of day, if appropriate. Consideration should be
given to the requirement that each test session must be completed on the same school day in which it
began).
Changes in Test Setting

3. Small Group: The test is administered in a small group setting (no more than 10 students). Note: If
students will also receive the accommodation of having the test read aloud or signed, no more than 5
students may be in the small group. If this accommodation will be provided outside the student’s
classroom, the student’s IEP must also include accommodation 4 (separate setting).
4. Separate Setting: The test is administered in a room other than the one used by the rest of the class.
5. Individual: The test is administered to the student individually. If this accommodation will be provided
outside the student’s classroom, the student’s IEP must also include accommodation 4 (separate setting).
6. Specified Area: The test is administered with the student seated at the front or in another specified area
of the room, in a study carrel, or in another enclosed area (IEP or 504 plan must specify location and any
specialized equipment, as needed).
Changes in Test Presentation

7. Familiar Test Administrator: The test is administered by a test administrator familiar to the student.
8. Noise Buffers: The student wears noise buffers after test administration instructions have been read
(music may not be played on headphones worn during MCAS testing).
9. Magnification or Overlays: The student uses magnifying equipment, enlargement devices, colored
visual overlays, or specially tinted lenses (IEP or 504 plan must specify which).
10. Test Directions: The test administrator clarifies general administration instructions. No portion of the
test items or reading selections (including the introduction to reading selections) may be read or signed
unless the student’s IEP or 504 plan also includes the read-aloud accommodation for the specific MCAS
test being administered.
13
11. Large Print: The student uses a large-print (18-point-font) edition of the test. All answers must be
transcribed verbatim from the large-print answer booklet to the student's standard answer booklet.
12. Braille: The student uses a Braille edition of the test. All answers must be either scribed or transcribed
verbatim into the student's answer booklet, unless the student also has accommodation 23 (typed
response) in his or her IEP.
Note: Under secure conditions supervised by the principal, the Braille test administrator may review
Braille test materials up to four days prior to test administration. Test materials may not be removed
from the school.
13. Place Marker: The student uses a place marker.
14. Track Test Items: The test administrator assists the student in tracking test items (e.g., moving from
one test question to the next) or by redirecting the student’s attention to the test.
15. Amplification: The student uses sound amplification equipment.
16. Test Administrator Reads Aloud the ELA Composition, Mathematics, and/or Science and
Technology/Engineering test(s) to the Student (Note: Reading aloud the ELA Reading Comprehension
test is nonstandard accommodation 26.)
 Test session(s) must be read word for word, exactly as written. The test administrator may
not provide assistance to the student regarding the meanings of words, intent of any test item, or
responses to test items. The test administrator must read in a neutral tone, with no emphasis
given to any terms, passages, or response options, and with no detectable changes in inflection.
The test can be read aloud in one of the following ways, which must be specified in the IEP or
504 plan:
o Test administrator reads entire test session word for word exactly as written.
OR
o Test administrator reads selected words, phrases, and/or sentences as directed by the
student. The student points to the word, phrase, or sentence that he or she needs read aloud.
 Test must be administered in a separate setting (accommodation 4), either individually
(accommodation 5) or to a small group (2–5 students) (accommodation 3). For reading aloud to
a small group, follow the procedures outlined in Appendix A of this document. Note: Reading
aloud the ELA Composition test may occur in groups of up to 10 students.
 No portion of the ELA Reading Comprehension test may be read aloud unless accommodation
26 is listed in the student’s IEP.
17. Test Administrator Signs the ELA Composition, Mathematics, and/or Science and
Technology/Engineering test(s) to a Student who is Deaf or Hard of Hearing (Note: Signing the
ELA Reading Comprehension test is nonstandard accommodation 27.)
 The test session(s) must be signed exactly as written, except in cases when doing so would reveal
an answer to a test question. When use of a sign would visually define the concept being tested
14
(e.g., using the sign for parallel lines that demonstrates this concept visually), the term or concept
must be finger-spelled. Interpreters may not provide assistance to the student regarding the
meanings of words, intent of any test question, or responses to test items.
 The test must be administered in a separate setting (accommodation 4), either individually
(accommodation 5) or to a small group (25 students) (accommodation 3). For signing the test
to a small group, follow the procedures outlined in the appendix.
Notes:
 Under secure conditions supervised by the principal, sign interpreters may review test materials up to
four days prior to test administration. Test materials may not be removed from the school.
 American Sign Language DVDs of the grade 10 Mathematics test are available.
 Signing the ELA Composition test may occur in groups of up to 10 students.
18. Use of an Electronic Text Reader for the ELA Composition, Mathematics, and/or Science and
Technology/Engineering test(s) (Note: Use of an electronic text reader for the ELA Reading
Comprehension test is nonstandard accommodation 28.)
All MCAS tests are available on a CD in the Kurzweil 3000 format. Responses to all test questions must
be submitted in the student’s standard answer booklet for students using this accommodation.
____________________________________________________________________________ ___
Changes in How the Student Responds to Test Questions
19. Test Administrator Scribes the ELA Reading Comprehension, Mathematics, and/or Science and
Technology/Engineering Test(s); or Student Uses a Speech-to-Text Conversion Device (Note: Use
of a scribe for the ELA Composition test is nonstandard accommodation 29.): The student dictates or
signs responses to a scribe or uses a speech-to-text conversion device to record responses.
 The test must be administered individually (accommodation 5) in a separate setting

(accommodation 4).
 The scribe must record the student's words exactly as dictated into the student’s answer booklet
and may not edit or alter the student’s responses in any way.
 The scribe must allow the student to review and edit what has been scribed.
 When a student uses an electronic speech-to-text conversion device, the test administrator must
follow the instructions for submitting typed responses described in the Principal’s Administration
Manual.
 Scribes may not type student responses.
20. Organizer, Checklist, Reference Sheet, or Abacus: The student uses a graphic organizer or checklist;
an individualized mathematics or science and technology/engineering reference sheet; or an abacus on
the Mathematics tests to answer open-response items or respond to a writing prompt.
a) General instructions for submitting materials to the Department for approval
 All reference sheets, customized graphic organizers, and checklists submitted for approval must
be accompanied by a completed Accommodation 20 Cover Sheet, posted at
www.doe.mass.edu/mcas/participation/?section=sped and available in Appendix B of this
manual.
 Graphic organizers, checklists, and reference sheets approved by the Department in 2011 or
15
2012 do not require additional approval for use on 2012–2013 MCAS tests.
 Submission deadlines are as follows:
Materials Submission
Test Administration Date Content Area MCAS Test
Deadline
November 2012 ELA and Mathematics (Retest) October 5, 2012
February 2013 High School Biology January 11, 2013
March 2013 ELA and Mathematics (Retest) January 11, 2013
March–April 2013 ELA (grades 3–8, 10) February 1, 2013
Mathematics (grades 3–8, 10);
May 2013 April 5, 2013
STE (grades 5 and 8)
June 2013 High School STE May 3, 2013
 Reference sheets, checklists, and/or graphic organizers submitted after these deadlines will not
be reviewed for approval.
 Do not submit multiple copies of identical graphic organizers or reference sheets.
 Submit all materials to the Department by fax to 781-338-3630 or by email (in MS Word or PDF
formats only) to mcas@doe.mass.edu.
 Notice of approval will be sent to the school approximately ten (10) business days from the time
the materials are received at the Department.
b) English language arts (ELA) materials: A student generates a draft ELA open-response or
composition using a graphic organizer or a checklist to check the steps in the writing process
and/or recall reading comprehension strategies.
Pre-approved sample ELA graphic organizers are posted at www.doe.mass.edu/mcas/participation/?
section=sped for use on ELA open-response questions and ELA compositions by students who
have accommodation 20 listed in their IEP or 504 plan.
Pre-approved sample organizers are intended to clarify the difference between, and assist students to
prepare, ELA open responses (on the ELA Reading Comprehension tests) and ELA compositions
(on the ELA Composition tests).
The following options are available to schools that wish to use ELA graphic organizers with eligible
students:
 Use a posted, pre-approved sample ELA graphic organizer, which is strongly encouraged and
does not require submission to the Department for approval prior to MCAS testing;
 Adapt a pre-approved sample ELA graphic organizer, which must be submitted to the
Department for approval prior to MCAS testing only if text has been added to a pre-approved
sample ELA graphic organizer;
 Create a graphic organizer, which must be submitted to the Department for approval prior to
MCAS testing.
Notes on ELA materials:

 The student may use no more than two different pre-approved graphic organizers per test.
16
 Generic graphic organizers without text do not require submission to the Department for approval.
 Graphic organizers and checklists may not include
o definitions (of words or terms);
o specific examples (e.g., examples of adjectives or synonyms);
o sentence starters or lists of key words;
o guiding questions (e.g., “Who are the main characters?” or “Where does the story take place?”).
c) Mathematics and science and technology/engineering (STE) materials: A student uses an

individualized reference sheet or checklist to provide memory prompts, mnemonic devices,
formulas, word banks, and/or generic steps in solving a problem. All reference sheets or checklists
must be pre-approved by the Department, unless they were previously approved in 2011 or 2012.
(Note: The use of calculators, arithmetic tables, and manipulatives on the non-calculator test sessions of
the mathematics tests is nonstandard accommodation 30.)
The checklist or reference sheet must be
 developed in response to the individual student’s learning needs;
 no more than 3 pages in length;
 specific to the student’s grade.
Notes:
The mathematics or STE checklist or individualized reference sheet may not include:
 arithmetic tables (including addition/subtraction and multiplication/division charts), unless the
student also meets the criteria for nonstandard accommodation 30, and this accommodation is
listed in his or her IEP or 504 plan (if arithmetic tables are included on a mathematics reference
sheet, it will not be approved unless it is noted that the student will also receive accommodation 30);
 definitions of mathematical or STE terms;
 graphic illustrations (e.g., graphs, labeled diagrams, pictures of geometric shapes, images that
define a mathematical or STE concept);
 specific examples showing solutions to actual problems.
d) Abacus: A student who is visually impaired may use an abacus during all sessions of the Mathematics
test, if this accommodation is listed in the IEP or 504 plan.
21. Student Signs or Reads Test Aloud: The student may
 read the test aloud to him- or herself;
 read the test and record answers on an audio recording device and then write responses to test
items while playing back the recorded segment(s) (including the ELA Composition);
 type responses and then use text-to-speech software to play back and review the typed responses
(student must also have accommodation 23 on his or her IEP or 504 plan); or
 sign test items/responses onto video and then write answers while playing back the video (for a
student who is deaf or hard of hearing).
Notes:
 The test must be administered individually (accommodation 5) in a separate setting
(accommodation 4).
 All video and audio CDs, DVDs, and tapes must be returned with other nonscorable materials. No
copies may be retained.
 Text-to-speech software may not be used to listen to test items or passages.
17
22. Monitor Placement of Responses: The test administrator monitors placement of student responses in the
student’s answer booklet.
23. Typed Responses: The student uses a word processing program or an Alpha-Smart (or similar electronic
keyboard) to type the ELA Composition, answers to open-response questions, or answers to short-answer
questions on any MCAS test.
Notes:
 The test administrator is responsible for ensuring that a student using this accommodation does
not access the Internet or other files on the computer during testing.
 When typing responses, students may only use the spell- or grammar-checking functions if
they have nonstandard accommodation 31 listed in their IEP or 504 plan. Test administrators
are responsible for ensuring that students do not use spell- or grammar-checking functions except
in cases where the student receives accommodation 31. Any auto-correct functions must be
turned off during testing.
 The test administrator must follow the instructions for submitting typed responses described in
the Test Administrator’s Manual and the Principal’s Administration Manual.
24. Answers Recorded in Test Booklet: The student records answers directly in the test booklet or uses
special paper for drafts or computation (e.g., lined or graph paper).
Note: Student responses must be transcribed verbatim into the student’s standard answer booklet. If the
student transcribes his or her own responses, the transcription must be done during the test session and
completed on the day in which the test session began.
25. Other Standard Accommodation: The student uses another accommodation during routine instruction
that the IEP or 504 team identifies as being necessary for the student to participate in MCAS tests.
The accommodation must meet the criteria described in the General Requirements for Use of Test
Accommodations in Section C of this chapter. Each year the accommodation is requested, the principal or
designee must request written permission from the Department at least two weeks prior to test
administration in order to provide a standard accommodation not on the preceding list to a student during
MCAS testing. The student’s IEP or 504 plan team must reconvene in order to document any changes to
accommodations listed in the plan, and if the student is on an IEP, the plan must be signed by the parent
before the accommodation may be used. Please call 781-338-3625, email mcas@doe.mass.edu, or fax
requests to 781-338-3630.
18
L. Requirements for the Use of Nonstandard Accommodations
IEP and 504 teams may allow the use of one or more of the following nonstandard MCAS test
accommodations only when all of the criteria are met, as described next to each nonstandard
accommodation. The accommodation can only be provided to a student with a disability on an
MCAS test when it is documented in an IEP that has been signed by the student’s
parent(s)/guardian(s) or listed in the student’s 504 plan specifically as an MCAS accommodation.
Please also review section F for additional information. Use of an accommodation during
instruction does not necessarily qualify a student to receive the same accommodation on an
MCAS test.
The Department will continue to carefully review the number of students with disabilities who receive
nonstandard accommodations in each district. IEP and 504 teams are encouraged to make consistent,
defensible, and appropriate decisions for each student, and to amend the IEPs and 504 plans of students who
do not meet the criteria listed below.
# Accommodation Criteria Required for Use
26. Test Administrator Reads Aloud the ELA 1. The student has a specific disability that
Reading Comprehension Test severely limits or prevents him or her from
decoding text, even after varied and repeated
Note: attempts to teach the student to do so.
Reading aloud the ELA The student must be a virtual non-reader
Composition writing prompt, (i.e., at the beginning stages of learning to
the Mathematics test, and/or decode), not simply reading below grade
the Science and Technology/ level.
Engineering test is standard AND
accommodation 16. The 2. The student has access to printed materials
decision to use nonstandard only through a reader and/or is provided with
accommodation 26 must be spoken text on audiotape, CD, video, or other
made separately from the electronic format during routine
decision to use standard instruction, except while the student is
accommodation 16. actually being taught to decode.
Special Instructions:
 All passages and test items must be read word for word, exactly as written. The test
administrator may not provide assistance to the student regarding the meanings of words,
intent of any test item, or responses to test items. The test administrator must read in a
neutral tone, without emphasis on any terms, passages, or response options, and with no
detectable changes in inflection.
 If the test is read aloud, it must be administered in a separate setting (accommodation 4),
either individually (accommodation 5) or to a small group (25 students)
(accommodation 3). When reading aloud to a small group of students, follow the
procedures outlined in Appendix A.
19
20
27 Test Administrator Signs ELA 1. The student has a specific disability that
. Reading Comprehension severely limits or prevents him or her from
Test for a Student Who Is decoding text, even after varied and repeated
Deaf or Hard of Hearing attempts to teach the student to do so. The
student must be a virtual non-reader (i.e., at
Note: the beginning stages of learning to decode),
Signing the ELA Composition not simply reading below grade level.
writing prompt, the AND
Mathematics test, and/or the 2. The student has access to printed materials
Science and only through a sign language interpreter or is
Technology/Engineering test provided with signed text on video or other
is standard accommodation electronic format during routine
17. The decision to use instruction, except while the student is
accommodation 27 must be actually being taught to decode.
made separately from the
decision to use standard
accommodation 17.
 All passages and test items must be signed exactly as written, except in cases when doing so
would reveal an answer to a test question. When use of a sign would visually define the
concept being tested, the term or concept must be finger-spelled. Interpreters may not
provide assistance to the student regarding the meanings of words, intent of any test
question, or responses to test items.
 If the test is signed, it must be administered in a separate setting (accommodation 4),
either individually (accommodation 5) or to a small group (2–5 students)
(accommodation 3). When signing a test to a small group of students, follow the procedures
outlined in Appendix A.
 Under secure conditions supervised by the principal, sign interpreters may review test
materials up to four days prior to test administration. Test materials may not be removed
from the school.
28 Electronic Text Reader for the ELA 1. The student has a specific disability that
. Reading Comprehension Test: severely limits or prevents him or her from
The student uses an electronic text reader decoding text, even after varied and repeated
(i.e., Kurzweil 3000) for the ELA Reading attempts to teach the student to do so. The
Comprehension test. student must be a virtual non-reader (i.e., at
the beginning stages of learning to decode),
Note: not simply reading below grade level.
 Using an electronic text reader for the AND
ELA Composition writing prompt, the 2. The student has access to printed materials
Mathematics test, and/or the Science and only through an electronic text reader and is
Technology/Engineering test is standard provided this accommodation during routine
accommodation 18. The decision to use instruction, except while the student is
21
accommodation 28 must be made actually being taught to decode.
separately from the decision to use
standard accommodation 18.
Continued…

Kurzweil edition MCAS tests are read only. All answers must be submitted in the student’s
answer booklet.
29 Scribe the ELA Composition: 1. The student has a significant disability which
. The student dictates the ELA Composition requires the dictation of all written
to a scribe or uses a speech-to-text compositions to a scribe or use of an
conversion device to record the ELA electronic speech-to-text conversion device
Composition. for all compositions.
OR
Note: 2. The student is unable to use his or her writing
The Department encourages IEP hand or arm at the time of testing due to a
teams to consider broken bone or fracture (see Section B in
alternatives to the use of a this chapter for additional information on
scribe for students who are using a scribe for a student who is not yet on
deaf and taking the ELA an IEP or 504 plan).
Composition test. One such
alternative is accommodation
21, which would permit a deaf
student to sign his or her draft
composition onto video and
then transcribe the signed
composition into written
English while viewing the
video.
• The test must be administered individually (accommodation 5) in a separate setting
(accommodation 4).
• Clarification on the role of a scribe for the ELA Composition:
o During session A, the scribe must write exactly what the student dictates in the
student’s test booklet. The scribe may not edit or alter the student’s dictation
in any way. When scribing the draft composition, the scribe may assume that each
sentence begins with a capital letter and ends with a period. All other
capitalization, punctuation, and paragraph breaks are the responsibility of the
student.
o After the student has finished dictating his or her draft composition, the scribe
must ask the student to do the following:
- Spell key words. Key words include proper nouns, multi-syllable words,
and other words pertinent to the composition.
- Review the draft composition and make any necessary edits, including edits
22
to capital letters, punctuation, and paragraph breaks. The student may make
edits independently or may direct the scribe to make the edits. The scribe
must not assist the student in making decisions during the editing process.
During session B, the scribe copies the final draft, including the student’s edits,
o
into the student’s answer booklet.
• When a student uses an electronic speech-to-text conversion device, the test administrator
must follow the instructions for submitting typed responses described in the Principal’s
Administration Manual.
30 Calculation Devices: 1. The student has a specific disability that
. The student uses a calculator, severely limits or prevents him or her from
arithmetic table (including calculating mathematically. The student
addition/subtraction and must be virtually unable to perform
multiplication/division calculation (i.e., at the beginning stages of
charts), or manipulatives (IEP learning how to calculate) without the use of
or 504 plan must specify a calculator or arithmetic table, even after
which) on the non-calculator varied and repeated attempts to teach the
session of the Mathematics student to do so.
test and/or the grades 5 and 8 AND
Science and 2. The student has access to mathematical
Technology/Engineering test. calculation only through the use of a
(Note: Calculators are allowed calculator, arithmetic table, or manipulatives,
for all students on the high which the student uses during routine
school STE tests.) instruction, except while the student is
actually being taught to calculate.
31 Spell- or Grammar-Checking 1. The student has a specific documented

. Function on Word disability that severely limits or prevents
Processor, Spell-Checking him or her from spelling correctly, even
Device, or Word Prediction after varied and repeated attempts to teach the
Software for the ELA student to do so. The student must be
Composition: virtually unable to spell simple words (i.e.,
The student uses a spell- or at the beginning stages of learning how to
grammar-checking function, spell).
spell-checking device AND
(including hand-held 2. The student can produce understandable
electronic spellers), or word written work only when provided this
prediction software (IEP or accommodation, which the student uses
504 plan must specify which during routine instruction.
function or device) for the
ELA Composition.
• When word prediction software is used, the “predict-ahead” and “predict online” software
functions must be turned off.
• Students with accommodation 31 listed in their IEPs or 504 plans can use spell- or
23
grammar-checking functions or devices on all MCAS tests, if required.
24
32 Other Nonstandard Accommodation: The principal or designee must request written
. The student uses another nonstandard permission from the Department at least two
accommodation during routine instruction weeks prior to test administration when a
that the IEP or 504 team identifies as nonstandard accommodation not on the preceding
being necessary for the student to list is being considered by the student’s IEP or
participate in MCAS tests. 504 team for use during MCAS testing.
Accommodations must meet the criteria set forth
The accommodation must meet in Section C of this chapter and receive written
the General Requirements for approval from the Department. The student’s IEP
Use of Test Accommodations or 504 team must reconvene in order to document
in Section C of this chapter. any changes to accommodations listed in the
plan, and if the student is on an IEP, the plan
must be signed by the parent before the
accommodation may be used. Please call
781-338-3625, email mcas@doe.mass.edu, or fax
requests to 781-338-3630.
25
IV. MCAS Alternate Assessment (MCAS-Alt)
A. Overview
The MCAS Alternate Assessment (MCAS-Alt) is intended for the relatively small number of students with
significant disabilities who are unable to participate in regular statewide assessments, even when
accommodations are provided. The MCAS-Alt measures the student’s achievement of the academic learning
standards in the Massachusetts curriculum frameworks.
For each student scheduled to participate in MCAS-Alt in one or more subjects, the student, the student’s
teacher, and other adults who work with the student will develop a portfolio over the course of the school
year. The student’s portfolio must include data and other evidence of the student’s performance in the
subject being assessed.
To assist teachers in providing instruction in the general curriculum to students with significant disabilities,
the Department has developed the Resource Guide to the Massachusetts Curriculum Frameworks for
Students with Disabilities. In addition, the 2013 Educator’s Manual for MCAS-Alt includes important forms
and information on the requirements of the MCAS-Alt. To view and download copies of these documents or
to order printed copies, visit the Department’s MCAS-Alt website at
www.doe.mass.edu/mcas/alt/resources.html.
Teachers who are conducting alternate assessments are strongly encouraged to participate in an
MCAS-Alt training session or to view the Department’s training presentations available at the website
listed above. Training sessions are conducted annually in October, January, and March. Since requirements
are updated annually, teachers who have not attended a recent training session or reviewed updated materials
may place their students at a disadvantage. MCAS-Alt training specialists are available to assist teachers in
conducting the MCAS-Alt. Please call Student Assessment Services at 781-338-3625 for additional
information.
B. Participation Guidelines
After reviewing the participation guidelines in Chapter II, Section C, of this document, IEP and 504 teams
must determine annually which students will take alternate assessments in each subject. A student may take
the standard MCAS test in one subject and the alternate assessment in another. Since the MCAS-Alt
portfolio includes data and samples of student work collected during the school year, it is advisable to start
this process early in the school year. The Department will monitor the use of alternate assessments statewide
to ensure that they are being conducted appropriately and that participation decisions are made in accordance
with the law.
C. Obtaining Portfolio Binders and Submission Materials
In January, principals must order MCAS test materials using the online MCAS Enrollment Verification
form. As part of this process, principals also indicate the number of students participating in MCAS-Alt. The
Department uses this information to determine the number of three-ring portfolio binders, student scoring
booklets (formerly called student information forms), and pre-paid mailing materials to send principals in
February 2013. Additional materials may be ordered by calling the MCAS Service Center at 800-737-5103.
26
D. Submitting MCAS-Alt Portfolios
Completed MCAS-Alt student portfolios must be submitted to the Department in three-ring binders
provided to the school by the Department for that purpose (as described in Section C in this chapter) and
postmarked no later than Monday, April 1, 2013.
Submitted MCAS-Alt portfolios will be returned to schools in fall 2012 and must be kept on file at the
school in a secure location. Information about the secure storage and maintenance of returned MCAS-Alt
portfolios is available in the 2013 Educator’s Manual for MCAS-Alt posted to
www.doe.mass.edu/mcas/alt/resources.html and in the Student Record Regulations posted to
www.doe.mass.edu/lawsregs/advisory/cmr23qanda.html?section=summary.
V. Reporting MCAS Results for Students with Disabilities

MCAS results are reported to parents/guardians, schools, and districts according to four performance levels:
Advanced, Proficient, Needs Improvement, and Warning (Failing at grade 10 and for high school STE).
Results for the MCAS-Alt typically are reported as Awareness, Emerging, Progressing, or Incomplete,
which are within the Warning/Failing level. Each year a small number of students taking the MCAS-Alt
earn scores of Needs Improvement or higher by demonstrating that they have mastered grade-level
standards. A score of Needs Improvement or higher is necessary to meet the state’s graduation requirements.
Performance level results for students with disabilities—whether they take the standard tests with standard
or nonstandard accommodations, or without accommodations, or participate through the MCAS-Alt—are
included in MCAS reports along with the results of non-disabled students. Scaled score results for students
who participated in testing with either standard or nonstandard accommodations are included in MCAS
reports with the scores of students who participated in testing without accommodations. MCAS-Alt
portfolios do not receive scaled scores.
In school and district reports, the results for students with disabilities are disaggregated and reported
separately; these results also include those of ELL students with disabilities.
Notations for Nonstandard Accommodations

Confidential reports of student results, including the Parent/Guardian Report and school and district rosters,
will include a notation in cases where a nonstandard accommodation was used. In order to protect the
confidentiality of students with disabilities, however, notations will not appear on reports that include the
results of fewer than ten students per school for school reports and per district for district reports. Rates of
use of nonstandard accommodations will also be reported at the school and district levels.
Students in Out-of-District Placements

Test results for students who attend out-of-district placements are reported to the school or collaborative
where the student took the test(s) and are included with the scores of the student’s sending district,
regardless of whether the student took standard MCAS test(s) or the MCAS-Alt. Out-of-district placements
include approved and unapproved private special education schools, educational collaboratives, and other
publicly-funded special education placements outside the student’s home (i.e., sending) school district.
27
VI. Preparing Students with Disabilities for MCAS Testing
A. Role of Educators
Educators of students with disabilities are expected to implement an instructional program that has all of the
following characteristics:
 The program is based on the learning standards in the Massachusetts curriculum frameworks.
 The program uses varied and individualized approaches to instruction that enable each student to
demonstrate his or her knowledge and skills.
 The program provides students with disabilities access to all the necessary resources, materials, and
opportunities to learn that are provided to students without disabilities.
 The program provides necessary and appropriate supports and instructional accommodations to ensure
access to the general curriculum.
B. Role of Parents/Guardians
Parents and guardians of students with disabilities play a key role in preparing their child(ren) for MCAS.
Some suggestions follow:
 Make sure your child attends school regularly.
 Review class assignments and make sure that adequate time is set aside for homework.
 Set aside time for your child to read.
 Meet regularly with your child’s teacher(s) to discuss how you can support your child’s education.
 Review your child’s MCAS or MCAS-Alt Parent/Guardian Report, and use it to identify your child’s
strengths and areas of weakness.
 Inquire about the use of appropriate MCAS accommodations at IEP or 504 team meetings and whether
the MCAS-Alt or the standard MCAS test is most appropriate for your child.
 Review released MCAS test questions with your son or daughter. Released test items are posted on the
Department’s website at www.doe.mass.edu/mcas/testitems.html.
 Ask whether the school offers an MCAS support program that would benefit your child.
 If your child is participating in the MCAS-Alt, ask to view your child’s MCAS-Alt portfolio.
 Become familiar with the learning standards in the Massachusetts curriculum frameworks.
28
C. Available Resources
The following publications are available on the Department's website at www.doe.mass.edu/mcas. Many are
also available in Massachusetts public libraries:
 Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities
 2013 Educator’s Manual for MCAS-Alt
 release of spring test items (available for 2006–2012)
 release of fall retest items (available for 2006–2011)
 release of spring retest items (available for 2006–2012)
 MCAS scoring guides and sample student work (available for 2006–2012)
 Requirements for the Participation of English Language Learners in ACCESS for ELLs and MCAS
In addition, released test items are available in the following specialized test formats to schools serving
students with disabilities:
 release of test items in Braille, available for 1999–2012, by calling the Accessible Instructional Materials
Library at 781-562-0461
 release of test items in Kurzweil 3000 electronic text reader format, available for 20042008, at
www.kurzweiledu.com/proof_educator_sampletest_mcas.html
 release of spring 20072012 grade 10 Mathematics American Sign Language DVDs, available by
contacting the Department’s Student Assessment Services office at 781-338-3625
29
APPENDIX A
Procedures for Using Test Accommodations 16 and 26:

Reading MCAS Tests Aloud to a Small Group of Students (25)
The test administrator may read the test aloud to a small group of students, provided that each student has an
IEP or 504 plan that includes either standard accommodation 16 (for the ELA Composition, Mathematics,
and/or Science and Technology/Engineering tests) or nonstandard accommodation 26 (for the ELA Reading
Comprehension test). In addition, these students must have the accommodation for small group testing
(accommodation 3) and the accommodation for testing in a separate setting (accommodation 4) listed in
their IEPs or 504 plans. The following procedures must be followed:
 No more than five students may be grouped together for reading tests aloud, since students
typically proceed through the test at different rates.
 The principal or designee must supervise the assignment of students to groups that will have test
questions read aloud to them. Student test booklets may not be opened or reviewed by students or
test administrators prior to testing.
 Students grouped together must have the same test form number, since all questions in a given test
form are identical. Test form numbers appear in the upper right-hand corner of each student test
booklet.
Procedures for Using Test Accommodations 17 and 27:
Signing MCAS Tests to a Small Group of Deaf Students (25)
_________________________________________________________________________________________________
The test administrator may sign the test to a small group of students, provided that each student has an IEP
or 504 plan that includes either standard accommodation 17 (for the ELA Composition, Mathematics, and/or
Science and Technology/Engineering tests) or nonstandard accommodation 27 (for the ELA Reading
Comprehension test). In addition, these students must have the accommodation for small group testing
(accommodation 3) and the accommodation for testing in a separate setting (accommodation 4) listed in
their IEPs or 504 plans. The following procedures must be followed:
 No more than five students may be grouped together for signing the tests, since students typically
proceed through the test at different rates.
 Students grouped together must have the same test form number, since all questions in a given test
form are identical. Test form numbers appear in the upper right-hand corner of each student test
booklet.
 Student test booklets may not be opened or reviewed by students prior to testing.
 Under secure conditions supervised by the principal, sign interpreters may review test materials up to
four days prior to test administration. Test materials must be reviewed in a secure location supervised
by the principal and may not be removed from the school.
Ordering Test Booklets for Accommodations 16, 17, 26, and/or 27

The principal or designee may order packets of six (6) of the same test form online through the MCAS
Enrollment Verification form. Each packet includes six test booklets (one each for a group of up to five
students and one for the test administrator to read or sign from during testing).
30
APPENDIX B
MCAS Accommodation 20 Cover Sheet
This cover sheet must accompany all materials submitted to the Department for approval for use by students with
accommodation 20 (use of graphic organizer, checklist, or reference sheet on an MCAS test).
This is NOT a fax cover sheet.
School Contact: Date:
School Name: District:
Phone Number: Fax Number:
Email: Is this a resubmittal (circle one)? Yes No
What materials are attached? (check one or more)
ELA or Mathematics Open Response Graphic Organizer ELA or Mathematics Checklist
ELA Composition Graphic Organizer Mathematics or STE Reference Sheet

If a Mathematics Reference Sheet, check here if the student also has accommodation 30 on his or her IEP:
Which MCAS test will these materials be used for? (check one or more)
English Language Arts: Reading Comprehension Mathematics
English Language Arts: Composition Science and Technology/Engineering (STE)
When will these materials be used? (check one or more)
November 2012 February 2013 March 2013
March/April 2013 May 2013 June 2013
Grade Level(s): (circle all that apply) 3 4 5 6 7 8 High School
Required:
I have reviewed the accommodation 20 policy.
For ELA materials only: I have reviewed the pre-approved ELA graphic organizers at
www.doe.mass.edu/mcas/participation/?section=sped.
For ELA graphic organizers, provide reason why one of the pre-approved organizers cannot be used:
_____________________________________________________________________________________
_____________________________________________________________________________________
Fax or email this cover sheet with all accommodation 20 materials being submitted for approval to:
Student Assessment Services
MCAS Accommodation 20 Request
781-338-3630 (fax) or
mcas@doe.mass.edu (email)
Office Use Only
Database record number
Date received
Date responded to
Response method Email Fax Other
31

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20122013 Update

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MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:

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Massachusetts Department of Elementary and Secondary Education

Dear Colleagues, Parents, and Guardians:

MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:

Mitchell D. Chester, Ed.D.

II. Participation of Students with Disabilities in MCAS..............................................................2

III. MCAS Test Accommodations.......................................................................................7

IV. MCAS Alternate Assessment (MCAS-Alt)................................................................25

MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:

V. Reporting MCAS Results for Students with Disabilities...........................................26

VI. Preparing Students with Disabilities for MCAS Testing..........................................27

MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:

B. Definition of a Student with a Disability

C. Meeting the High School Competency Determination (CD)

English Language Learner (ELL) Students with Disabilities

Students Diagnosed with Concussions

B. Determining How Students with Disabilities Will Participate in MCAS

C. MCAS Participation Guidelines

Is the student working on learning standards at or close to grade-level expectations?

A. Definition and Purpose of Test Accommodations

See Section C for guidelines on allowable accommodations.

B. Eligibility for Test Accommodations

ELIGIBLE: students with disabilities served by an IEP or 504 plan

Accommodations may not

D. Process for Selecting MCAS Test Accommodations

Selecting Appropriate Accommodations for Assessment

 “What learning challenges is the student experiencing?”

 “Does the accommodation address the problem?”

E. Definition of Standard Accommodations

A list of standard test accommodations can be found in Section K of this chapter.

F. Definition of Nonstandard Accommodations

For MCAS, a nonstandard accommodation is defined as an accommodation that

G.Decision Tree for Use in Making Accommodations Decisions

The student may not receive the

Does the student have a specific disability that

The student may not receive the

The IEP/504 team lists the accommodation in the

H. Untimed Test Sessions

I. Use of Dictionaries on MCAS Tests

Changes in Timing or Scheduling of the Test

Changes in Test Setting

Changes in Test Presentation

13. Place Marker: The student uses a place marker.

15. Amplification: The student uses sound amplification equipment.

 The test must be administered individually (accommodation 5) in a separate setting

Notes on ELA materials:

c) Mathematics and science and technology/engineering (STE) materials: A student uses an

# Accommodation Criteria Required for Use

31 Spell- or Grammar-Checking 1. The student has a specific documented

C. Obtaining Portfolio Binders and Submission Materials

V. Reporting MCAS Results for Students with Disabilities

Notations for Nonstandard Accommodations

Students in Out-of-District Placements

 Make sure your child attends school regularly.

 Set aside time for your child to read.

 2013 Educator’s Manual for MCAS-Alt

 release of spring test items (available for 2006–2012)

 release of fall retest items (available for 2006–2011)

 release of spring retest items (available for 2006–2012)

Procedures for Using Test Accommodations 16 and 26:

Ordering Test Booklets for Accommodations 16, 17, 26, and/or 27